society for all round development transforming lives of

SOCIETY FOR ALL ROUND DEVELOPMENTTransforming lives of children in India

❖ Founded in 1996

❖ Pan-India Organization working across 13 locations

❖ Supporting many State Governments on Education & Health

❖ Endorsed by Multiple partners and recipient of many awards & recognitions

▪ 1.5 million beneficiaries reached

▪ Over 500 development professionals across various

interventions

• DELHI NCR

• HARYANA

• HIMACHAL PRADESH

• PUNJAB

• RAJASTHAN

• GUJARAT

• UTTAR PRADESH

• MAHARASHTRA

• MADHYA PRADESH

• KOLKATA, CHENNAI,

MUMBAI, BANGALORE

SARD AT A GLANCE

Alignmentwith SDGs

SD

Gs

an

d

SA

RD

01 02 03

Education Transformation

Health & WASH including MHM

Skill Development, Livelihood & Micro-Finance

Edu

cation

Scen

ario

In In

dia

03 040201

❑ 1.3 Billion People❑ 1.5 Million Schools❑ 260 Million Students❑ 900 Universities

❑ Continuous professional Development of 8.5 million teachers is a challenge

❑ Imparting qualityeducation is a concern

❑ Class appropriatelearning level outcome is a concern

❑ Diverse background ofteachers

Primary School

840,546

Total number of Schools

on the basis oflevel inIndia-(2015-16)

Upper Primary School

429,624Secondary

School139,539

Senior Secondary

School112,637

Total School1,522,346

❖ We are facing a global learning crisis. Acrosslow and middle-income countries, just fourout of ten children will be on track to gainsecondary level skills by 2030,

❖ In lower middle-income countries, only 88%of children are completing primary school(Education Commission, 2016).

❖ In India majority of Children are deprived ofquality education and face “learningpoverty” i.e. unable to read and understandby the age of 10 (World Bank, 2019).

INTRODUCTION: LEARNING CRISIS The Right to Education Act focusses on input requirements for schools that have little bearing on learning outcomes, which have

deteriorated alarmingly. Learning must be our central focus, with all schools, public and private, responsible for delivering a minimum

level of basic skills to every child.” (Rajan & Banerjee, 2019)

Ensuring grade appropriate learning outcome

Mainstreaming new and innovative pedagogy

Inculcating learning resources in the class room process

Aligning assessment tools in the current scenario and class room process

Innovative – Curriculum, Community, Teaching, Monitoring, Assessment

Continuous in-service support to the government teachers and children

Transforming Education by…

Development Impact Bond (DIB)

In 2018, a consortium of British Asian Trust,UBS Optimus Foundation

and theMichael & Susan Dell Foundation

launched the world’s largest education Development Impact Bond

In which SARD one among the Implementing Partner

Quality Education India- DIB (QEI DIB) In the last two years, this programme

has exceeded targets, significantly improving learning outcomes

for over 100,000 children.

Quality Education India- DIB (QEI DIB) The total outcome fund raised to date

is $11 million, but the goal is to double this

❑Three impact bonds have been contracted sofar: two for education, and one for maternaland newborn health.

❑The Educate Girls DIB was the first impactbond contracted in India, as well as the firstDIB for education worldwide.

❑Contracted in 2015, the service providerEducate Girls implemented interventions toboost enrollment for out-of-school girls and toimprove learning outcomes

❑The intervention models in the QEI DIB includethe direct provision of education services, aswell as teacher and principal training andtechnology interventions

IMPACT BOND IN INDIA

SARD Project Initiative

Since this is a performance-based project with multiple service providers in India, whichentails:

❖This Intervention caters to approx. 10500 students every year

❖Setting up 30 Child Resource Centers in 30 Direct Intervention Schools of North DelhiMunicipal Corporation

❖30 students identified with learning gaps from grade 3rd to 5th through baselineAssessment and Teacher feedbacks

❖Intervention focus on common errors, misconceptions and addressing the learninggaps with the help of building teacher capacities.

❖Student Performance Improvement is gauged through Endline Assessment conductedby external agency

NDMC- 714 school1. KESHAVPURAM ZONE2. ROHINI ZONE3. CIVIL LINE ZONE4. KAROL BAGH ZONE5. NARELA ZONE6. CITY-SP ZONE

SDMC- 581 schools1. WEST ZONE 2. NAJAFGARH ZONE 3. CENTRAL ZONE 4. SOUTH ZONE

EDMC-230 schools1. SHAHDARA (S) 2. SHAHDARA (N)

DELHI AND ITS ZONES

MCD TOTAL AREA :- 1397.29 SQ KMS

NDMC AREA :- 42.74 SQ KMS

CANTONMENT AREA :- 42.97 SQ KMS

Kesavpuram

Two visits a month in one school by a pair of ASGs handle 10 schools

Rolling-out of awareness buildingand sensitization initiatives

for stakeholders

Intensive one on one engagement with the students

Designing of appropriateteaching-learning material

Customized learning support based on individual

need assessment

One Premise

1 Academic facilitators per school for remedial class (Total 30 schools)

Direct Intervention Model

Systematic efforts for ensuringretention of students

in the school

Assessment of learning problems/difficulties/disorders

and extension of appropriate support

2 Master Resource Persons (1 in Language and 1 in Maths)- Academic Support Group Members

10 10 10

Year on Year Proficiency Target Achievement

❖ 1st Year: 100% resultachieved

❖ 2nd Year: 600% resultachieved

10

16

12.5

95

10

4

12.5

83

0

0

12.5

64

0

0

12.5

59

0 10 20 30 40 50 60 70 80 90 100

Year 1 Target

Year 1 Achievement

Year 2 Target

Year 2 Achievement

Y1: 100% ; Y2 : 600%

Grade 4 Math Grade 4 Hindi Grade 3 Math Grade 3 Hindi

0

5

10

15

20

25

30

35

40

45

BEGINNER BASIC INTERMEDIATE ADVANCE

19

2926 26

6

20

29

45

Y1 Student Proficiency Distribution

3rd Grade Hindi

Class 3 Baseline Hindi Class 3 Endline Hindi

0

5

10

15

20

25

30

35

40

BEGINNER BASIC INTERMEDIATE ADVANCE

23

32

25

20

14

3835

13

Y1 Student Proficiency Distribution

Grade 3 Math

Class 3 Baseline Math Class 3 Endline Math

0

10

20

30

40

50

60

70

80

BEGINNER BASIC INTERMEDIATE ADVANCE

3034

25

111 5

15

79

Y2 Student Proficiency Distribution

3rd Grade Hindi

Class 3 Baseline Hindi Class 3 Endline Hindi

0

10

20

30

40

50

60

BEGINNER BASIC INTERMEDIATE ADVANCE

42

31

20

73

15

30

52

Y2 Student Proficiency Distribution

3rd Grade Hindi

Class 3 Baseline Math Class 3 Endline Math

0

10

20

30

40

50

60

BEGINNER BASIC INTERMEDIATE ADVANCE

14

3835

13

1 5

34

60

Y2 Student Proficiency Distribution

4th Grade Hindi

Class 3 Baseline Hindi Class 3 Endline Hindi

0

10

20

30

40

50

60

70

80

BEGINNER BASIC INTERMEDIATE ADVANCE

6

20

29

45

1 4

17

78

Y2 Student Proficiency Distribution

4th Grade Math

Class 3 Baseline Math Class 3 Endline Math

Govt. of India initiatives to improve quality of education•Strengthening Teaching-Learning and Results for States (STARS) under the chairmanship of Prime Minister was approved, with a total cost of Rs 5718 crore including World Bank support.

• The Department of school education and literacy has been set up as a National Assessment Centre (An autonomous body) - PARAKH.

•Niti Ayog joined hands with other civil societies and leading corporates to bring transformation and ensuring quality in govt. schools

•The key envisaged of the above projects, shall result increase in students achieving minimum proficiency in grade 3 language, improvement in secondary school completion rate, improvement in governance index scores etc.

Launch of DIB program

Child Resource Centres

Classroom Activity

PILOT ASSESSMENT BASED ON TABLET

“SMART – CLASSROOM”

Teacher Training and TLM Workshops

DIB FUNDERS VISIT

STUDENT WORKSHEETS

Let Both of Us Dream to Grow Together Ensuring Quality Education Will Ensure Poverty Reduction

Society For All Round Development 311 Kirti Deep Commercial Complex

Nangal Raya, New Delhi-110046, India

Tel-+91-11-28524728/28521962

www.sardindia.org.in